MATHEMATICS

ENGLISH
GRADE 8

Key Stage 3 SLM

1 PIVOT 4A CALABARZON Math G8

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PIVOT 4A CALABARZON Math G8

PIVOT 4A Learner’s Material
Quarter 3
First Edition, 2021

Mathematics
Grade 8

Job S. Zape, Jr.

PIVOT 4A SLMs Development Lead
Cherie Belle C. Bautista
Content Creator & Writer
Marvelino M. Niem & Bryan C. Exconde
Internal Reviewer & Editor
Ma. Cristina A. Cruz
Language Editor
Ma. Filipina M. Drio
SDO Reviewer
Cherie Belle C. Bautista & Shiella Marjie M. Obligar
Layout Artist & Illustrator
Jhucel A. del Rosario & Melanie Mae N. Moreno
Graphic Artist & Cover Designer

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Francis Cesar B. Bringas

PIVOT 4A CALABARZON Math G8

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings

of the learners, to understand how the materials and activities are used in
the new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Mathematics as prescribed
by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities in your notebook;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON Math G8

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
knowledge as regards content and skills required
What is new
for the lesson.

This part presents activities, tasks and contents

What I know of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

not know and what he/she wants to know and
What is in
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

and opportunities in building his/her knowledge,
What is more
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

him/her to real life situations/tasks that shall:
What I can do ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
him/her fully understand the target skills and
What else I can do
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and through other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Math G8

WEEK
Mathematical System
1 Lesson

I
You are about to begin the second half of your grade 8 journey.
For this week, you will describe a mathematical system. A typical
mathematical system has the following four parts: undefined terms,
defined terms, postulates, and theorems. These are the building
foundation in geometry’s logical structure. Find out more about these
four classifications of mathematical system through this self-learning
module.

D
Four Classifications of Mathematical System
1. Undefined terms are the starting point of mathematical system which
are used to define or explain other terms or concepts in the system.
They do not have formal definition, instead, description, illustration or
demonstration are used to have a better understanding of their
meaning.

1.1 Point – A point is a location. It has no size, no width, no length and

no depth. It is shown by a dot. It is named using an uppercase letter.
Example: point A or simply A •A
Real Life Examples:

1.2 Line – A line consists of points and extends infinitely in opposite

directions. It is named using 2 points or usually
lowercase letter.
Example: line BC or line m .

Real Life Examples:

PIVOT 4A CALABARZON Math G8 6

 1.3 Plane – A plane is a flat surface which extends
infinitely in all directions. It is named by three
points in the plane that are not on the same line or
by a capital script letter.
Example: plane ABC or plane M
Real Life Examples:

2. Defined terms are terms explained using undefined terms.

Definition Examples Illustration
2.1. Line Segment is
a part of a line that Line segment AB or
has two endpoints segment AB or AB
whose length is fixed.
2.2. Ray is a part of
a line which extends
in only one direction Ray CD or CD
indefinitely.
2.3. Angle is a union
of two rays with a Angle EFG or EFG
common endpoint or F
called vertex.

2.4. Collinear points

are points that all lie Points H, I and J are
on the same line. collinear points.

2.5. Non-collinear
points are points not
Points K, L and M are
on the same line.
non-collinear points.

2.6. Coplanar points

are points belonging
to the same plane. Points N, O, P and Q
are coplanar points.

2.7. Non-coplanar
points are points
that do not lie in the Points R, S, T and U
same plane. are non-coplanar
points.

7 PIVOT 4A CALABARZON Math G8

3. Postulates are statements that are assumed to be true and accepted
without a proof.
Examples:
a. Two distinct points determine a line.
b. If two planes intersect, then their intersection is a line.

4. Theorems are statements that are proved to be true using postulates,

definitions, other established theorems and logic.
Examples:
a. If two angles form a linear pair, then they are supplementary.
b. If two angles are vertical angles, then they have equal measures.

E
Learning Task 1: Classify the following whether they are undefined terms
or defined terms. Write your answers on a separate sheet of paper.
1. Point C
2. Ray HE
3. Plane RIE
4. Angle BEL
5. Line Segment LE

Learning Task 2: Identify whether each of the following suggests a point, a

line, or a plane. Write your answers on a separate sheet of paper.
1. Window
2. Star in the sky
3. Ceiling of the room
4. Top surface of a box
5. Edge of a blackboard

Learning Task 3: Look around your home. What are the things in your
place that represents a point, a line and a plane? Draw an example for
each.

A
In your answer sheet, describe how much you have learned in this
lesson, and how are they related to real life.

PIVOT 4A CALABARZON Math G8 8

 WEEK
Axiomatic Structure of Geometry
Lesson 2

I
To further understand geometry, this lesson will give you more
information about mathematical system. Your skills in illustration will be
manifested as you are expected to illustrate the need for an axiomatic
structure of a mathematical system in general, and in Geometry, in
particular: defined terms; undefined terms; postulates; and theorems.

What exactly is an axiomatic system? Although it sounds like a big

word for a complicated system, it's actually not. Find out more about this,
in this self-learning module.

Axiomatic System refers to the statements and rules used to develop and
prove theorems. It is a set of axioms used to derive theorems. For every
theorem in math, there exists an axiomatic system that contains all the
axioms needed to prove that theorem.
Axiom is an unprovable rule accepted to be true because it is self-evident
or particularly useful. The term is often used interchangeably with
postulate, though an axiom generally is true for any field in science, while
a postulate can be specific on a particular field.

Examples of Axioms:
1. The whole is greater than its parts.
e. g. The entire cake is greater than it’s slices.

2. A real number plus a real number will yield another real number (Closure
Property) e. g. 1 + 3 = 4

3. A number is always equal to itself. (Reflexive Property) e. g. 10 =10

Last week, postulates and theorems were defined. It can be

remembered that postulates are statements that are accepted without
proof while theorems are statements which are proven to be true. They are
the building blocks for proof and deduction in mathematical system.
Sample illustrations are provided in this lesson.

Example of Postulate:
Linear Pair Postulate — If two angles form a linear pair then they are
supplementary.

Since 1 and  are linear pair,

then m1+m2 = 180°.

9 PIVOT 4A CALABARZON Math G8

Example of Theorem:
Vertical Angle Theorem — vertical angles (a pair of non-adjacent angles
formed by two intersecting straight lines) are congruent.

Since 1 and  are vertical angles, then 1  3

Since 2 and  are vertical angles, then 2  4
Proof:
Given: 1 and  and 2 and  are vertical angles
Prove: 1  3

Statement Reason
1. 1 and  and 2 and  are
1. Given
vertical angles
2. 1 and 2 form a linear pair
2. Definition of Linea Pair
2 and 3 form a linear pair
3. m 1 + m 2 = 180°
3. Linear Pair Postulate
m 3 + m 2 = 180
4. m 1 + m 2 = m 3 + m 2 4. Transitive Property
5. Subtraction Property of
5. m 1 = m 3
Equality
6. Definition of Congruent
6. 1  3
Angles

D
Learning Task 1: In your answer sheet, draw an object that represents the
following.

1.Intersecting Lines
2.Parallel Lines
3. Angle

E
Learning Task 2: In your answer sheet, illustrate each of the following and
label the diagram.

1. Point S lies in plane H.

2. Plane I contains line EL.
3. Points A, B, and C are collinear.
4. Lines x and y intersect at point M.
5. Plane A and plane R intersect at line JI.

PIVOT 4A CALABARZON Math G8 10

Learning Task 3: In your answer sheet, write if the statement is an Axiom,
Postulate or Theorem.

1. 5 x 3 = 3 x 5
2. Vertical angles are congruent.
3. Any two right angles are congruent.
4. An angle has a measure between 0° and 180°.
5. In a right triangle: the square of the hypotenuse is equal to the sum of the
squares of the other two sides.

A
In your answer sheet, describe the importance of axiomatic structure
in geometry and how they are related to real life.

____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________.

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WEEK
Triangle Congruence
3
Lesson
I
Do you know that the Philippines has the longest celebration of
Christmas? As early as September, houses are being
decorated by colorful lights and beautiful decors. As a
matter of fact, the pandemic did not hinder the Filipinos to
hang their lanterns at home. Different shapes of lanterns
can be seen around the place. Mostly, triangles are used in
creating this decoration. Equal measures are carefully
considered in making an excellent lantern.

Triangle is among the most important objects studied in

mathematics. Problems in structure stability are solved through this
discovery. It plays a vital role in each and everyone’s safety. Thus, at the
end of the lesson, you are expected to illustrate triangle congruence.

Two triangles are congruent ≅ if their vertices can be paired so that

the corresponding sides are congruent and the corresponding angles are
also congruent.

Illustration 1: ABC and DEF

The congruent corresponding parts are marked identically.
Since there are six pairs of congruent
corresponding parts then ABC  DEF
Congruent Angles Congruent Sides
A   D
B   E
C   F

Illustration 2: ABC and DEF

Since there are six pairs of congruent corresponding parts then MAR  JIE

Congruent Angles Congruent Sides

(Angles with equal (Sides with equal
measure) measure)
M   J
A   I
R   E

PIVOT 4A CALABARZON Math G8 12

 D
Learning Task 1: In your answer sheet, complete the congruence
statement below.

Congruent Angles Congruent Sides

C   _____ _____  BY
 _____   R HE  _____
 _____   Y CH  _____

CHE   _____

Learning Task 2: In your answer sheet, show that the two triangles are
congruent by placing identical marks into their angles and sides. Then,
write down the six pairs of congruent corresponding parts.

Congruent Angles Congruent Sides

1. 1.
2. 2.
3. 3.

E
Learning task 3: In your answer sheet, draw congruent triangles based on
the given corresponding congruent parts below. Put names and identical
markings on your drawing.

Congruent Angles Congruent Sides

A   Z AL  ZO
L   O AI  ZN
I   N LI  ON

 _____   _____

13 PIVOT 4A CALABARZON Math G8

 A
CALABARZON FOREVER!
Analyze and apply the concept of congruent triangles.
The town of Rosario Batangas is blessed with rich soil and vast
plains. It is no wonder that agriculture remains as one of the foremost
sources of income of the local residents. In fact, Rosario is known as the
Rice Granary of Batangas. It is no surprise that the town has lots of rice-
based delicacies. Among the rice products in Rosario, sinukmani was
agreed to be featured in a festival. Sinukmani Festival is celebrated every
9th day of June where a long table of this sweet delicacy is laid out to be
shared among residents.
Supposed that the local government will ensure that all Rosarians
who participated in the SInukmani Festival received same Sinukmani. How
will you help them to achieve this goal applying the concept of congruence?

PIVOT 4A CALABARZON Math G8 14

 WEEK

Triangle Congruence Postulate 4

Lesson
I
If there are fewer steps to reach your goal, will you want to know
those steps?
A short cut is a method or means of doing something more directly
and quickly. It lessens your effort and minimizes your time in
accomplishing a certain task. This is also true in verifying the
congruency of triangles. Now that you are aware that congruent triangles
have all six pairs of corresponding congruent parts, will you not be
interested to know that you can verify if two triangles are congruent
using fewer pairs of congruent corresponding parts.
This lesson will cover three criteria used to
test triangle congruence: SAS, ASA, and SSS. There
are more ways in proving the congruency of trian-
gles, but this learning material will restrict you to
these three postulates only.

Triangle Congruence Postulate

1. SAS (Side-Angle-Side) Congruence Postulate

Included angle is the angle between two sides of a triangle.

If the two sides and an included angle of one triangle are congruent
to the corresponding two sides and the included angle of another
triangle, then the triangles are congruent.

15 PIVOT 4A CALABARZON Math G8

 Example:

Angle C is the included angle between side AC and side BC.

Angle R is the included angle between side PR and side QR.

2. ASA (Angle-Side-Angle) Congruence Postulate

Included side is the side common to two

angles of a triangle.

If the two angles and the included side of

one triangle are congruent to the corresponding
two angles and an included side of another
triangle, then the triangles are congruent.

Example:

Side AB is the included side between angle A and angle B.

Side PQ is the included side between angle P and angle Q.

PIVOT 4A CALABARZON Math G8 16

3. SSS (Side-Side-Side) Congruence Postulate
If the three sides of one triangle are congruent to
the three sides of another triangle, then the
triangles are congruent.

Illustration:

D
Learning Task 1: State the triangle congruence postulate illustrated
below. Write SAS, ASA or SSS on a separate sheet of paper.

1. 2. 3.

4. 5 .

17 PIVOT 4A CALABARZON Math G8

 Learning Task 2: Copy the pairs of triangles below. Draw the needed
markings in the corresponding congruent parts in each pair of triangles
to show the specified congruence postulate, then complete the congru-
ence statements. Write your answers on a separate sheet of paper.

1. LEO   _____ by SAS 2. HEA   _____ by ASA

 JOV   _____ by SSS

E
Learning Task 3: Illustrate the congruent triangles using the given
statements below. Mark the specified congruent parts, then identify the
congruence postulate used. Write your answers on a separate sheet of
paper.

A
CALABARZON FOREVER!
In your answer sheet, read the situation and perform the required
task.
Cavite is known for its rich history and a large number of National
heroes. In fact, this province is coined as the History Capital of the
Philippines. Travelers couldn’t escape this place as their tourist
destination. It has variety of historical sites, beaches, waterfalls, and
parks. If you are a provincial engineer in Cavite and you are asked to
make a project plan of two triangular children’s playgrounds which are
adjacent to each other, how can you illustrate SSS Congruence
Postulate that will materialize the success of the project?

PIVOT 4A CALABARZON Math G8 18

 WEEK
Corresponding Parts of Congruent Triangles
Lesson 5

I
You are doing great! It’s now time to level up.
From your previous lessons, you
have learned the triangle congruence
postulates (SAS, ASA, SSS) and how to
use them to illustrate congruent
triangles. Once the triangles are proven
to be congruent then their corresponding
parts are also congruent since congruent
triangles have all six pairs of
corresponding congruent parts. This is
known as CPCTC (Corresponding Parts of
Congruent Triangles are Congruent). For
this week, you are about to discover how
to solve the corresponding parts of the
two congruent triangles. Enjoy solving!

Corresponding Parts of Congruent Triangles are Congruent (CPCTC)

Given RUT   by SAS Congruence Postulate,
then RU  HI, RUT  HIE, TU  EI.

Since the RUT and  are congruent, then the lengths of the
corresponding sides and the measures of the corresponding angles of
RUT   are equal. Therefore,
RU = HI m R = m H
TU = EI m U = m  I
RT = HE m T = m E

19 PIVOT 4A CALABARZON Math G8

 Examples:
1. Solve for the measure of the missing parts of the congruent triangles
when AVE  IRL
Solutions:

E and L are right

IR  AV IL  AE RL  VE R  V angles
IR = AV IL = AE RL = VE mR = mV mE = 90°
IR = 13 IL = 12 RL = 5 mR = 63° mL = 90°

Recall: The sum of the measures of the interior angles of a triangle is

equal to 180°.
mA + mV + mE = 180°
mA + 63° + 90° = 180° I  A
mA + 153° = 180° mI = mA
mA = 180° - 153° mI = 27°
mA = 27°

2. Solve for the value of x and y given that LIA  ZIA.

Solutions:

LI  ZI LA  ZA
LA = ZA
LI = ZI
13 = y + 4
x=6 13 - 4 = y
9=y
y=9

PIVOT 4A CALABARZON Math G8 20

D
Learning Task 1: Analyze the statement and solve for the given
problem. Write your answer in the following questions on a separate
sheet of paper.

 Given PAB  BLO, solve for the measurements of the angles and
sides of BLO.

2. Given AMO  ARO, find the values of a, b, c, d, and e.

Learning Task 2: Given SKY  LER, if mS = 85°, mY = 52°,

SK = 32, SY = 27 and KY = 40, find the measures of all the angles and
sides of LER. Write your answer on a separate sheet of paper.

21 PIVOT 4A CALABARZON Math G8

 E
Learning Task 3: Illustrate the given congruent triangles below and
answer the questions that follow on a separate sheet of paper.

Given ART  YOU, if mA = 20°, mR = 54°, RT = 16, AR = 31 and

AT = 27.

1. What is the measure of Y?

2. What is the largest angle in YOU?
3. Which side in YOU is congruent to RT?
4. What is the measure of side YU?
5. What is the shortest side in YOU?

A
Narrate your experience in learning about triangle congruence and
share the difficulties encountered in discovering the lesson.

____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________.

PIVOT 4A CALABARZON Math G8 22

 WEEK
Proving Congruent Triangles 6
Lesson
I
Are you already amazed about the beauty of triangle?
Aside from your previous knowledge that a triangle is a three-sided
polygon, additional concepts and skills are being developed to you each
year. Now you already know that two triangles are congruent if and only if
all pairs of corresponding angles and corresponding sides of one triangle
are congruent to those of another triangle. You might easily believe that,
but mathematics will encourage you to provide sufficient evidences through
proving.
Find out how to apply the congruence postulates in proving the
congruency of triangles in this self-learning module.

Activating Prior Knowledge

Properties of Triangle Congruence
1. Reflexive Property of Triangle Congruence
The reflexive property of triangle congruence
states that any shape is congruent to itself.
e. g. WAY  WAY
2. Symmetric Property of Triangle Congruence
The symmetric property of triangle congruence
states that order of congruence does not matter. If one
figure is congruent to another, then the second figure is
also congruent to the first.
e. g. If WAY  GOD, then GOD  WAY
3. Transitive Property of Triangle Congruence
The transitive property of triangle congruence states
that if two shapes are congruent to a third, they are also
congruent to each other.
e. g. If WAY  GOD and GOD  LIT then WAY  LIT

23 PIVOT 4A CALABARZON Math G8

 Median of a Triangle
A median of a triangle is a segment with
endpoints on the vertex of a triangle and the
midpoint of the opposite side.
e. g. Y is the midpoint of AE,
KY is the median of KAE,
thus, AY  YE.
Equilateral Triangle
Equilateral triangle are triangles with
congruent sides.

Segment Bisector
A line, ray or segment which cuts another line segment into two
equal parts.

Angle Bisector
A line, ray or segment which cuts an angle into two equal parts.

Perpendicular Bisector - Segments that form right angles.

Proving Congruent Triangles

Writing proofs about triangle congruence can be done using the
two-column form.

The proofs include:

1. The diagram/drawing. This is very important so that you can
analyze, plan and decide what postulates or theorems to apply in
proving.
2. The given. This is the statement taken from the hypothesis.
3. A statement to prove. This is taken from the conclusion.
4. Statements and Reasons. This portion of proof include
statements supported by valid reasons arranged logically from the
given statement until a conclusion is derived.

PIVOT 4A CALABARZON Math G8 24

Example 1:

Example 2:

25 PIVOT 4A CALABARZON Math G8

 Example 3.

D
Learning Task 1: Complete the following proofs. Choose your answer
from the box below. Write it on a separate sheet of paper.

PIVOT 4A CALABARZON Math G8 26

2.

E
Learning Task 2: Complete the proof. Write your answer on a separate
sheet of paper.

A
On a short bond paper, paste several cut-outs of colored congruent
triangles. Create your own design.

27 PIVOT 4A CALABARZON Math G8

WEEK
7 Proving Statements in Triangle Congruence
Lesson

I
Corresponding parts of congruent triangles are congruent (CPCTC).
You have already encountered this theorem two weeks ago. CPCTC is
commonly used near the end of a proof which allows the student to show
that two angles or two sides are congruent. Looking back at the definition
of congruent triangles, if the corresponding sides and corresponding
angles are congruent then the two triangles are congruent. This can be
reversed. Once the triangles are proven to be congruent, segments and
angles can also be proven congruent. This will be the focus of this lesson.

D
Learning Task 1: Using the figure below, answer the following on a
separate sheet of paper.

1. How many triangles on the right are congruent to triangle A?

2. How many triangles on the right are congruent to triangle B?
3. How many triangles on the right are congruent to triangle C?

PIVOT 4A CALABARZON Math G8 28

Example 1:

Example 2:

29 PIVOT 4A CALABARZON Math G8

 E
Learning Task 2: Complete the following proof. Choose your answer from
the box below. Write it on a separate sheet of paper.
1.

2.

PIVOT 4A CALABARZON Math G8 30

Learning Task 3: Complete the proof. Write your answer on a separate
sheet of paper.

A
What are the components of proof in proving that two triangles are
congruent? Describe your experience in proving congruent triangles. How
does knowledge on triangle congruence help you solve real-life problems?

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31 PIVOT 4A CALABARZON Math G8

 WEEK
Geometric Construction
Lesson 8

I
Geometry deals with properties of space that are related with
distance, shape, size, and relative position of figures. In this branch of
mathematics, you often sketch, draw and construct. To differentiate the
three terms, sketching is a freehand drawing using pencil only that
focuses on capturing the essence rather than going into details, drawing,
on the other hand, is a slow and more careful expression that makes use
of tools for specific measurements and may use colors, while constructing
is using geometric tools to get a precise representation. The latter is a
process of drawing lines, angles, and other geometric shapes and
figures using only a compass and a straight-edge.
Geometric construction will be the focus of this lesson. You are
expected to apply triangle congruence in constructing perpendicular lines
and angle bisector. You will need a ruler, a protractor, and a compass.

D
Learning Task 1: Prepare a compass, pencil and a
straight-edge or ruler. Guided by the steps below,
construct an equilateral triangle, then construct the
angle bisector and at the same time perpendicular
bisector of one of its angles. Answer the questions that
follow. Do it in a separate sheet of paper.

PROCEDURES:
Step 1. Construct a line segment of desired length.
Step 2. Get a compass and open it pointing one end on point A and the
other end on point B. Without changing the compass opening, make a
mark above the segment using point A as the pivot point.

PIVOT 4A CALABARZON Math G8 32

Step 3. Without changing the opening of the compass, make a mark
intersecting the first mark above the segment using point B as the
pivot point. Label the intersection as point C.

Step 4. Construct line segment by connecting the points A and C, and

points B and C. This is the equilateral triangle ABC: .

Step 5. . By using your ruler, measure and locate its midpoint. Name it
as point D. Then connect point D and point C.

Answer the following on a separate sheet of paper:

1. From step 5, what can you say about the two triangles that were
formed?
2. Using your protractor, measure the two angles ADC and BDC.
What can you say about their measures?
3. What type of angles are ADC and BDC?

33 PIVOT 4A CALABARZON Math G8

 BySSS Postulate, ΔACD ≅ ΔBCD. Therefore by CPCTC,
ACD ≅ BCD.
Since ADC and BDC are right angles, then CD is
perpendicular to AB. At the same time CD bisects AB so CD is also
called perpendicular bisector.
Moreover, since ACD  BCD then CD is an angle bisector of
ACB.

E
Learning Task 2: Construct an equilateral triangle as illustrated below
then construct the angle bisector of angle S. Name the point that
intersects ON as point J.

A. Using your protractor, find the measures of the following:

1. mSON
2. mOSJ
3. mJSN
4. mSJO
5. mSJN
B. Answer the following.
1. Name the triangles that are congruent.
2. What postulate support your answer?
3. Name all other angles and segments that are congruent.
4. What can you say about SJ in relation to OSN?
5. What can you say about SJ in relation to ON?

PIVOT 4A CALABARZON Math G8 34

Learning Task 3: Find the indicated angle. Write your answer on a sepa-
rate sheet of paper.

1. 2.

3. 4.

5.

35 PIVOT 4A CALABARZON Math G8

 Learning Task 4: Indicate whether each statement is true or false. Write
your answer on a separate sheet of paper.
1. If TLW  SAN, then T  S.
2. JA bisects right angle UAN, mJAN = 90°.
3. If O is the midpoint of RS, then ROA   SOA.
4. If two intersecting lines form 90° angle, then the lines are
perpendicular.
5. Two triangles are congruent if two sides and an angle of one
triangle are congruent to two sides and one angle of another
triangle.

A
CALABARZON FOREVER!

San Pablo is a place dotted with rich natural resources, cultural

heritage, fun festivities, historical landmarks, and delicious cuisine.
Yuri, an education and food enthusiast, is excited to go to the said to
participate in a Mathematics Fair during the National Statistics Month.
One of the activities in the said event is a symposium in which they will
share an important concept in mathematics. She will report on how the
concept of triangle congruence is applied in real life. If you are Yuri, how
will you present and what will be the content of your presentation?

PIVOT 4A CALABARZON Math G8 36

PIVOT 4A CALABARZON Math G8 37
WEEK 6 WEEK 1
Learning Task 1 Learning Task 1
1. OH bisects JOS and JHS 1. Undefined Term 4. Undefined Term
Definition of angle bisector 2. Defined Term 5. Defined Term
JHO  SHO 3. Undefined Term
Reflexive Property Learning Task 2
ASA Postulate 1. Plane 4. Plane
2. EIO is an isosceles triangle 2. Point 5. Line
Definition of Isosceles Triangle 3. Plane
Given Learning Task 3
EJ  EJ Answers may vary.
SAS Postulate
WEEK 2
Leaning Task 2 Learning Task 1
Given Answers may vary.
FA  GE Learning Task 2
Definition of Congruence Illustrations may vary.
AT = ET
FAT  GET Learning Task 3
1. Axiom 4. Postulate
WEEK 7 2. Theorem 5. Theorem
Learning Task 1 3. Theorem
1. 32 2. 32 3. 24
2.
WEEK 3
Learning Task 2 Learning Task 1
1. Given
W is the midpoint of AI
Definition of midpoint
SSS Postulate
K  T
Learning Task 2
2. Given Answers may vary.
Reflexive Property
Learning Task 3
MUI  SIU
Illustrations may vary.
MUI  SIU
M  S WEEK 4
Learning Task 1
Learning Task 3
1. SAS 4. SSS
L   2. SSS 5. ASA
Definition of vertical angles 3. SAS
Vertical Angle Theorem
PIL   Learning Task 2
CPCTC  VEO 2. TRS 3. ENV
WEEK 8 Learning Task 3
Learning Task 1 Illustrations may vary.
1. Right Triangles WEEK 5
2. 90°, equal Learning Task 1
3. Right Angles 1. mLBO = 107° BL = 15
Learning Task 2 mL = 23° LO = 19
1. 60° 4. 90° mO = 50° BO = 8
2. 30° 5. 90° 2. a = 28° d = 60°
3. 30° b = 30° e = 60°
Learning Task 3 c = 14°
1. 38° 4. 30° Learning Task 2
2. 60° 5. 48° mL = 85° LE = 32
3. 45° mE = 52° ER = 40
Leaning Task 4 mR = 43° LR = 27
1. True 4. True Learning Task 3
2. False 5. True 1. 20° 4. 27
3. False
 U 5. OU
 OU
Answer Key
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

PIVOT 4A CALABARZON Math G8 38

 References

Abuzo, E. P., et. al. (2013). Mathematics Learner’s Module 8. Quezon City:
Book Media Press, Inc.
Cornista, E. P. (2020). Mathematics 8 Q3 Week 5-8. CLMD4A: Learners
Packet (LeaP).
Oronce, O. A. and Mendoza, M. O. (2011). e-Math Geometry Revised
Edition. Quezon City: Rex Book Stor, Inc.
Pivot 4A Budget of Work in All Leaning Areas In Key Stages 1-4. (2020).
DepEd CALABARZON.
Sisperez, A. B. (2020). Mathematics 8 Q3 Week 1-4. CLMD4A: Learners
Packet (LeaP).
Ulpina, J. N. and Tizon, L. T. (2014). Math Builders. Valenzuela City: JO-
ES Publishing House, Inc.

39 PIVOT 4A CALABARZON Math G8

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

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